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Lesson 3 - Pyramid Balancing

Creative Challenge Design

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can we work together safely to create stable pyramid balances that require trust, communication and physical control?

Learning Objectives

To balance safely and with control when performing pyramid balances in small groups
To perform a variety of pyramid balances as part of a cooperative team
To suggest and implement adaptations and variations to balance challenges

Key Outcomes

Students will demonstrate safe pyramid balancing techniques with sustained control
Students will work cooperatively to perform sequences of group balances
Students will evaluate and improve their balancing performance through peer feedback

Equipment & Resources Required

Gymnastics Mats

1 per group of 3 (10 mats for 30 students)

Distribute mats around teaching area with adequate space between groups

Alternative: Yoga mats, crash mats, or carpet squares for cushioning

Balance challenge cards

1 set per group (10 sets)

Place cards beside each mat area for easy reference

Alternative: Laminated instruction sheets or visual diagrams on tablets

Coloured Bibs

6-9 bibs for tagging game

Have bibs ready for warm-up activity taggers

Alternative: Bean bags, soft balls, or any distinguishing markers

Digital Cameras

1 per group for extension activity

Fully charged and accessible if using for recording balances

Alternative: None required - extension only

Cones

8-12 cones

Mark clear boundaries for warm-up game and group work areas

Alternative: Markers, spots, or natural boundaries

Key Vocabulary

Pyramid balance

A group balance where students support each other in a triangular formation

Base

The foundation person or people who provide the main support in a pyramid

Load bearing

Safely taking the weight of another person during balancing

Body tension

Tightening muscles throughout the body to create strength and stability

Support points

Safe places on the body to place weight when creating pyramid balances

Communication

Talking clearly with group members to coordinate movements safely

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic individual balancing skills on different body parts
Understanding of body tension and core strength
Experience working cooperatively in small groups
Basic knowledge of safety in physical activities

Current Skills

Group pyramid balancing with sustained control
Safe loading and supporting techniques
Communication and cooperation during balance challenges
Evaluating and improving balance quality

Next Steps

More complex multi-level pyramid formations
Dynamic balancing with movement transitions
Leading and teaching balance skills to others
Creating original outdoor adventure challenges

Milestone Indicators

Can hold pyramid balance for 3+ seconds with good body tension

Shows clear understanding of safety principles when supporting others

Communicates effectively to coordinate group movements

Provides specific, helpful feedback to improve balance quality

Key Teaching Points

Safety must always come first - base stability before any contact
Clear communication is essential for successful pyramid balancing
Support on muscles (thigh, calf, upper arm) never on joints (knee, elbow)
Body tension and core strength create stability in all balance positions
3-second holds demonstrate true balance control and mastery
Teamwork and trust are fundamental to successful group balancing
Progressive skill building prevents injury and builds confidence

Common Misconceptions

Misconception: 'Heavier students can't be bases' - Reality: Proper technique and body tension matter more than weight
Misconception: 'Faster is better for getting into balances' - Reality: Slow, controlled movements ensure safety and success
Misconception: 'Balance is just about physical strength' - Reality: Communication, timing and cooperation are equally important
Misconception: 'Some balances are impossible for our group' - Reality: Adaptations and modifications make challenges accessible to all
Misconception: 'We don't need to practice basic positions' - Reality: Mastering fundamentals enables progression to complex balances

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, specific roles and responsibilities, regular movement breaks built into activities, clear visual boundaries

dyspraxia

Extra time for position planning, simplified balance sequences, additional verbal and visual cues, buddy support for coordination challenges

autism spectrum

Clear visual schedules of lesson progression, predictable group membership, quiet zones available for sensory breaks, advance warning of activity changes

visual impairment

Use bright contrasting mats, clear verbal descriptions of all balance positions, buddy system for spatial awareness, tactile guidance for body positioning

hearing impairment

Visual demonstration of all verbal cues, hand signals for start/stop/hold, written instruction cards, clear visual feedback systems

physical disability

Modified balance positions accessible from wheelchairs or seated positions, adapted support roles, alternative ways to demonstrate control and stability

Cross-Curricular Links

English

Technical vocabulary development, giving clear instructions, descriptive language for feedback, listening and speaking skills

Science

Forces and gravity in balancing, centre of mass and stability, muscle tension and body systems, physics of weight distribution

Geography

Spatial awareness and positioning, mapping group layouts, directions and orientations during balance work

PSHE

Trust and cooperation, communication skills, building confidence, supporting others emotionally and physically

Teacher Guidance

Positioning

Central position allowing clear view of all groups, moving regularly to provide close supervision during balance attempts

Observation Focus

Watch for proper base stability before loading, safe support point usage, clear communication between group members, and sustained body tension during holds

Intervention Points

Step in immediately if unsafe practices observed, provide physical support for difficult dismounts, offer specific technique corrections, and manage group dynamics positively

Demonstration Notes

Use clear, slow demonstrations emphasising safety points, involve confident students as examples, repeat key safety messages multiple times, and show both correct and incorrect techniques for comparison

Verbal Cues

•'Base ready before anyone moves!'
•'Remember - muscles not joints!'
•'Communication first, balance second!'
•'Slow and controlled movements only!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 20m, clear of obstacles, with adequate ceiling height for balancing activities

Surface Check

Clean, dry, non-slip surface essential; gymnastics mats required for all balancing work to cushion any falls

Equipment Safety

Safety Checks

•Check mats are in good condition with no tears or hard edges
•Ensure balance cards are laminated with no sharp corners
•Verify adequate space around each group for safe movement
•Confirm tablets/cameras are securely handled if using for extension work

Risk Management

Key Risks

•Falls during pyramid balancing - mitigated by proper technique and mat use
•Injury from incorrect support points - prevented by clear teaching of safe zones
•Collisions between groups - managed through adequate spacing and clear boundaries
•Overconfidence leading to unsafe attempts - controlled through progressive skill building

Risk Mitigation

•Mandatory safety briefing before any physical contact
•Clear 'no joints' rule strictly enforced throughout lesson
•Progressive skill building from simple to complex balances
•Continuous teacher supervision with immediate intervention capability
•Groups matched by similar size and strength where possible
•Clear communication protocols required before any balance attempts

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during balance attempts
•Move continuously between groups to monitor technique and safety
•Maintain hearing distance for emergency stop signals
•Be ready to physically assist with safe dismounting if needed

Emergency Procedures

Immediate stop signal if unsafe practice observed, first aid trained teacher available, clear path to exit maintained, incident reporting procedures followed for any injuries